Assessment for learning is a system and process that simultaneously evaluates learning among students. It is used for learning anywhere, be it a place of education or a place of work. Estimates provide students and faculty with insight into their learning progress and help them estimate their learning practices. They also serve as the standard required for students to get the grades they are given.
A good system of assessment starts with the definition of what is to be learned. These universities include teaching, training and testing aimed directly at scientific goals.
Research in the field of psychology explores the interactions between testing, memory, and learning. This suggests that an assessment process can help a student retain what he or she has learned and also apply it to different contexts.
Assessment is a process by which information is obtained relative to a known objective or goal. Moreover, it is a big term which also includes testing. Similarly, testing is also a form of assessment. Furthermore, tests are meant to manage assessments conducted under unnatural conditions.
In other words, assessment is a process of measuring performance. It also tests the knowledge of the students. For this reason, all tests are assessments but not all evaluations are tests. Furthermore, they conduct tests at the end of the lesson or unit.
Assessment means the process of collecting information which provides judgment about a subject in the context of students.
Assessment Performance Test is used in the process of assessment and in the assessment, students are given feedback without marks or grading so that improvement in achieving the educational objectives can be possible before further assessment.
This is a systematic process. Through which we assess the performance of the students through testing. Moreover, they help in collecting data related to skills knowledge and attitude of students. Moreover, they help in improving the performance of students.
“Assessment involves the use of experimental data on student learning to refine programs and improve student learning.” – Allen
Through assessment, the student is provided guidance for improvement before assessment to maximize his/her potential. This is a small form of evaluation, its educational importance is very high which is very important to create a qualitative environment for learning.
Assessment is deeply linked to the learning process. Similarly, it gets connected to the sequence of study and teaching. The course of study plays a continuous role in tracking the progress and achievement of the students. At the same time, teachers and students work to achieve the outcomes of the course of study.
Class review helps teachers continuously track student learning. It gives students a calculation of their improvement as a student. Provides an opportunity for close examination of the students in the learning process.
They help in collection of regular feedback on students’ learning. Also, how they respond to specific teaching approaches. It uses a variety of schemes. Opinion has a deep impact on the self-esteem of students. It is also dangerous for learning.
Thus, assessment includes all those activities of teachers which help in assessing the students. Furthermore, this information is used as review and modify the teaching activity.
(1) Assessment motivates instruction
Requiring a pre-test or assessment informs instructors what students know and do not know at the beginning, thereby setting the direction of the course. If done well, the information obtained will highlight the gap between existing knowledge and the desired outcome. Adept instructors find out what students already know, and use prior knowledge as a stepping stone to developing new understanding. The same is true for data obtained through assessments conducted during instruction. By interacting with students throughout their teaching, excellent instructors continually modify and refine their teaching to meet the diverse needs of students.
Note: Almost all the topics of the B.Ed. programme have been described in detail on our website; this analysis is available to you in both Hindi and English, for which you can go to the menu and select the B.Ed. programme.
(2) Assessment motivates learning
What and how students learn depends largely on how they think they will be assessed. Assessment practices should send the right signals to students about what to study, how to study, and the relative time to spend on concepts and skills in the curriculum. Accomplished faculty clearly articulate what students need to know and be able to do, both through a clearly expressed curriculum, and by carefully selecting assessments to direct student energy. Pupils who rise to the occasion have high expectations about learning outcomes.
(3) Assessment informs students about their progress
Effective assessment helps students realize what they know and what they don’t know about a subject. If done well, the feedback provided to students will give them pointers on how to improve their performance. Assessment should clearly match the content, nature of thinking and skills taught in the class. Through feedback from instructors, students become aware of their strengths and challenges in relation to course learning outcomes. A well-done assessment should not come as a surprise to students.
(4) Assessment informs teaching practice
Reflection on student achievements provides instructors with insight into the effectiveness of their teaching strategies. By systematically gathering, analyzing and interpreting evidence we can determine how well students’ learning matches our outcomes/expectations for a lesson, unit or course. The knowledge gained from feedback indicates to the instructor how to improve instruction, where to strengthen teaching, and what areas are well understood and therefore can be cut in future courses.
(5) Role of grading in assessment
Grades should be a reflection of what the student has learned, as defined in the student learning outcomes. They should be based on direct evidence of student learning as measured on tests, papers, projects and presentations, etc. Grades often fail to tell us clearly about “big learning” such as critical thinking skills, problem-solving abilities, communication skills (verbal, written, and listening), social skills, and emotional management skills.
(6) When students’ learning outcomes are not met
Adept faculty focus on data coming from assessments they complete before, during, and at the end of the course, and determine the extent to which students’ learning outcomes are met or not. If students stray from the curriculum early on, redirecting to a topic, referring to student learning centers, or having a review session by the instructor may resolve the problem. Through careful analysis it is possible to determine the challenges and weaknesses of instruction to help students learn better. Some topics or concepts are extremely difficult, and there may be a better approach to using them. Perhaps a model, simulation, experiment, example, or illustration will clarify the concept for students. Perhaps spending a little more time, or approaching a topic in a different way, would make a difference.
Need of assessment: After teaching in school, there is a need for assessment to know about the learning ability, interest, personality aptitude etc. of the students and to create curriculum accordingly.
This system is not effective in learning unless students receive feedback. When they receive information and whether they have received the information, what they have learned, the information and knowledge gained in the process of learning is measured through assessment. Assessment is measured in two or three main ways.
(1) Self assessment
In this assessment, students learn through classroom teaching and evaluate their learning. This is an important element of the curriculum because the students who are graduates, B.Ed students, look at their own work from a critical point of view and try to know their own shortcomings and try to overcome them.
(2) Peer assessment
Students who provide feedback from their classmates or other students during learning. This assessment is called peer assessment. This assessment is more detailed than the assessment itself.
(3) Tutor Assessment
When teachers assess, it is called tutor assessment. In this, the tutor or teacher provides feedback on the student’s work.
Traditional methods of assessment
- Trust Report
This is a traditional method of assessment. Generally, government organizations use it for assessment. A staff veteran prepares this report. This includes the strengths and weaknesses of the staff, key achievements and failures, etc.
Therefore, it becomes a descriptive report for the employees’ motorcycle and showroom. One disadvantage of this technique is its focus on impressions rather than data. This methodology focuses on evaluation rather than development of employees.
- Direct Ranking Method
In this technique, the appraiser assigns relative ranks to all the employees performing similar jobs in the same work unit. The appraiser ranks the employees based on their performance from good to bad. For example, if five persons A, B, C, D and E are ranked on the basis of their performance, it will be as follows.
- Paired comparison method
This traditional method of evaluation is a modification of the straight ranking method. Under this method, relative comparison of all the employees is done, unlike the direct ranking method. After comparison, the employee gets ranked on the basis of whether his position is better than other employees.
- Forced Delivery System
In this technique, the appraiser distributes his ratings as a normal frequency distribution. Its basic objective is to eliminate the bias of central tendency of the evaluator. This method is extremely easy to implement and understand. One disadvantage of this method is that the appraiser cannot tell why an employee is in a particular category.
- Graphic Rating Scale
It is a numerical scale that tells different degrees of a particular quality. Under this method, the company or organization provides a form to each appraisee. Each form includes a number of characteristics related to the employee’s personality and performance. Therefore, the appraiser records his judgment on the employee’s characteristic on the scale.
- Checklist Method
This is one of the traditional methods of evaluation. A checklist is nothing but a list of statements that describe the characteristics and performance of employees at work. The appraiser ticks/checks to indicate whether the employee possesses a specific quality/attribute or not. Therefore, the number of ticks describes the employee’s rating or outcome.
Educational evaluation expresses the evaluation of students in which intellectual, social and emotional development of students is done. Evaluation is a new concept in education. It is used to check the school program, curriculum, educational material etc. Evaluation is compared to the prevalent examinations. It is much more comprehensive and objective in evaluation, unlike examination, one or two tests do not suffice. The process of evaluation is a continuous effort, through which both teachers and students evaluate their hard work and the amount of gain.
The definitions of evaluation are as follows-
- According to Bradfield and Mourdock, “Evaluation is to add symbols to an event so that the importance or value of that event can be known in the context of some social, cultural or scientific criteria.”
- According to H.H. Rammers and M.L. Gage, “Evaluation involves the expansion of what is good or what is desirable from the point of view of the individual or society or both.”
- According to N.M. Dandekar, “Evaluation can be defined as a systematic process of determining the extent to which students have achieved educational objectives.”
- Helping students grow and develop
Evaluation helps in the growth and development of students. Students are able to know about their progress through assessment and strive for their development. The student focuses more on the development of the area in which he feels lack of development. In this way its all-round development becomes possible.
- Checking the knowledge acquired by students
It is possible to check the knowledge acquired by the student through assessment, how useful it is and how much the student has been able to develop through it, only through assessment.
- To know the obstacles arising in the growth and development of students
One of the objectives of evaluation is to find out what obstacles are arising in the path of growth and development of the students. Identifying those problems and eliminating them. All-round development of the child is possible only when he is aware of his intelligence and the obstacles in the path of development and this work is evaluated.
- To know the factors hindering the educational progress of students
Through evaluation, the obstacles that come in the educational progress of the students are identified, as a result of which in the future, the student tries to remove those obstacles, practices continuously and tries to overcome his shortcomings. Therefore, an important objective of evaluation is to know the factors hindering educational progress. It is important for students to be aware of their learning difficulties and weaknesses. By using the technique of evaluation, by knowing the factors related to the absorption of the students, those problems which hinder the educational progress of the students are diagnosed.
- To develop the spirit of competition among students
One of the objectives of evaluation is to develop a sense of competition among the students. To participate in the competition, students try to overcome their shortcomings and want to develop themselves all-round. Thus evaluation tries to develop the spirit of competition among students.
- To be aware of individual differences of students
One of the objectives of assessment is to know the individual differences of students. To differentiate between intelligent and weak students, to differentiate between good ability and low ability students, it will be necessary for us to evaluate the differences in intelligence and ability of the students.
- Selecting and classifying students
One of the objectives of evaluation is to select and classify students. While doing classroom teaching, there is a need to select the students on the basis of their intellectual level, to know whether they are talented, normal level or mentally retarded students and to give education to the students on the basis of similar classification, there is a need for evaluation.
- Proof of educational qualification for promotion and employment
Giving letters – Certificates are required for getting promotion and employment. These certificates are distributed to the students only on the basis of their evaluation, in which the students’ grades and marks etc. are written which are the proof of the educational qualification obtained, hence evaluation is required for all these.
- To determine educational standards
Educational standards are determined on the basis of evaluation. Certificates are also distributed on the same basis on which students’ level and grades are given. Standards are set on the basis of very good, good, normal and weak intelligence. What is the level of the student in educational performance is known only on the basis of these standards.
- To prepare the basis for educational and vocational guidance of students
It is through evaluation that the basis is prepared for the educational and professional guidance of the students. Educational and vocational guidance is also given based on the results of the assessment. In the field in which a student performs well, his chances of success are considered higher.
Evaluation can be divided into two categories-
When any educational plan is in its initial or formative stage and it can be evaluated and improved and done to increase its effectiveness, quality, desirability or usefulness, then this type of evaluation is called structural evaluation. From this description it becomes clear that the process of evaluating and improving any educational plan before finalizing it is called structural evaluation. For example, if the first draft of a research plan is being evaluated with the aim of making it more effective by making desired improvements before presenting it and implementing it, then we call this type of evaluation structural evaluation. This role of evaluation is called structural role.
The purpose of structural evaluation is to point out the shortcomings of the plan prepared by the person preparing the educational program and to suggest measures to improve it. In this approach the work of the structural evaluator can be divided into three parts. First, to gather clear evidence regarding the merits and demerits of the educational program or scheme; second, to highlight the shortcomings of the program on the basis of this evidence; Third, to present suggestions to make the program more effective by removing these shortcomings.
After finalizing and starting an educational program, the evaluation done to determine its effectiveness is called summative evaluation. The purpose of this type of evaluation is to find out whether that plan or program should be continued or not. Clarity: Summative evaluation means deciding whether to continue the already ongoing plan or not. Apart from this, the objective of deciding which of the many alternative programs to continue and which to leave is achieved through summative evaluation.
For example, if a teacher has to tell his students a book for a subject and he evaluates and tells them one book out of the many books available on that subject, then this evaluation of the teacher is called summative evaluation. From this description it becomes clear that summative evaluation is the process of selecting the best option from many options, but this best selection is done on the basis of evaluating the merits and demerits of the options.
Role of Evaluation in Education
In the field of education, evaluation indicates which and how much qualities or characteristics the learner has acquired, what is its value and usefulness. Evaluation also indicates whether the educational program decided by the teacher has been successful or not and how it should be carried out. In such a situation, evaluation is considered important from the point of view of students and teachers as well as society and culture. In this view, evaluation fulfills certain roles which seem necessary. The roles of evaluation can be said as follows-
- Role of Measurement and Pricing
This means that through evaluation we come to know which quality is present in which student, in which form and in what quantity. For example, information about the intellectual, moral, social etc. qualities possessed by a student is obtained through various evaluation techniques. Which direction the inclination is more or less is also done through evaluation.
- Role of entry related to progress and reforms
By using evaluation techniques we come to know what is the progress of the student. If progress is not made then efforts are made to improve it. Students can also be motivated to progress through comparative study with the help of evaluation. Therefore, to achieve this role, according to Wrightstone, evaluation should be appropriate to the purpose of education, the program of evaluation should be comprehensive, different techniques should be used to achieve different objectives of education and a lot of evidence should be used in different ways. Should be collected.
- Diagnostic and prognostic role
By using various techniques the teacher gets adequate information about the student. There is knowledge of the good and bad qualities of the student. And the role of evaluation is to find out the reasons for whatever deficiencies and defects are found in the student. In this way evaluation fulfills a diagnostic role in the field of education. Whatever information is there regarding the student, his qualification, ability etc. His future can also be told on the basis of that. Where the pre-narrative role of evaluation is found. In this example, it can be said that if a student ranks very low in Mathematics subject as a result of evaluation, then the reasons for his low position can also be known through evaluation.
- Therapeutic role
Diagnosis is known through evaluation and treatment is also arranged based on that. For example, by knowing the reasons for students’ success, those tools can be used so that they can succeed in education. For this, help of various evaluation techniques can be taken. For example, if a student continuously fails in Hindi language, then his success can be known by giving him a test in some other language. After this, the student’s weakness can be remedied by imparting education in the same language. Apart from this, various evaluation tools are used to overcome the weaknesses in different areas of Hindi language.
- Role of standard setting
Some standards are set for the institutions that are formed in the society and the activities carried out by them. These standards are related to teachers, pedagogy, curriculum, textbooks, school system and other educational conditions. With the help of various methods of evaluation, it becomes clear what is the level of the teacher or what is the location of the school or whether the students in the school are disciplined or not. This shows that the role of evaluation is also to set standards for various topics of education.
- Role of determining the direction of education
Evaluation is also related to the objective of education. Through evaluation it is known whether education is towards achieving its goal or not. If education goes away from its purpose then it is necessary to take it in the right direction. Here the role of evaluation is visible. For example, evaluation has revealed that today the level of education in our country has fallen and the objective of all-round development of the students is not being achieved. That is why Kothari Commission has recommended changing the direction of education through the system of 10+2+3. But this can be called the role of evaluation only.
Difference between assessment and evaluation
| Criteria | Assessment | Evaluation |
| 1.Subject matter
2. Center 3.Utility 4. Main role 5. Basis of Feedback 6. User of Report
7. time |
1. Assessment is constructive and for the advancement of learning.
2. Assessment is process oriented. 3. It diagnoses deficiencies. 4. The role of both student and teacher is important. 5. The basis of assessment is broad which is based on observation. 6. Is for both student (to improve performance) and teacher (diagnostic) learning. 7. Assessment is continuous. |
1. The achievement of students is known through summative assessment.
2. Evaluation is product oriented. 3. Evaluation is judgmental and is seen in the form of great marks. 4. Only the teacher has a role in evaluation. 5. In the form of quality levels based on predetermined standards. 6. The users of assessment are parents and other people and institutions. 7. Evaluation takes place at the end of the course. |
Difference between ‘assessment of learning’ and ‘assessment for learning‘
Assessment of learning
(1) ‘Assessment of learning’ indicates the behavioral and summative nature of assessment and evaluation. Under this, the learning achievement of the student is assessed, that is, what does the student learn and how much does he learn, to what extent has the student achieved the pre-determined learning objectives and expected learning outcomes? It has no control over the student’s learning process. This assessment is unable to tell how the student learns, what is his learning style, which specific ability he uses to learn.
(2) ‘Assessment of learning’ tests the student’s learning performance after the entire learning process, keeping in mind the predetermined learning objectives and expected learning outcomes. Assessment is mainly conducted by written or oral examination. The quantity or marks obtained in the test indicate the learning of the student. The questions given in the test have definite and only one answer which is determined by the teachers. If the student answers these questions correctly or answers according to the teacher’s lecture and instruction, then it is decided that the student has acquired or learned the subject matter or lesson completely.
(3) ‘Assessment of learning’ assesses the student’s learning of a subject in the form of a term-end examination after the completion of the entire course or a quarterly or half-yearly written or oral examination after completion of several units.
(4) Assessment of learning mainly assesses the cognitive and functional aspects of student learning but there is no proper system for assessing the emotional dimension of learning. At the same time, assessment of lesson-related activities is also neglected.
(5) ‘Assessment of learning’ promotes the traditional examination system due to which students have a tendency to memorize and have a feeling of fear towards the assessment and evaluation process. In this, adequate opportunity for feedback necessary for qualitative improvement in educational activities is not available.
Assessment for learning
(1) ‘Assessment for learning’ indicates the constructivist and formative and diagnostic nature of assessment and evaluation, under which special attention is paid to the student’s learning achievement as well as his learning process. It tells what the student learns, how much he learns and how he learns. What is his/her learning style? What specific abilities and sources of knowledge does he use in the learning process, how much novelty and originality is there in his thoughts and explanations? This also shows that if the student is not able to learn then why he is not able to learn, what improvements should be made in the teaching-learning process, so that every student in the class can learn.
(2) ‘Assessment for learning’ refers to an assessment system that is actually conducted for learning. Here there is a co-relation between the activities of learning and assessment i.e. assessment is an integral part of the learning process
Because the facts obtained through assessment bring necessary improvements in the learning strategies and educational activities of the students so that every student can learn effectively.
(3) ‘In the process of assessment for learning, adequate opportunities for alternative assessment tools and strategies are available, due to which teachers get the opportunity to select options for assessing students’ learning as per their interest and aptitude so that their learning can be assessed. Can be done appropriately. Assessment for learning continuously assesses student’s learning and development so that the necessary feedback is regularly received for enhancing and developing students’ learning. At the same time, it also ensures assessment of various dimensions of the student’s personality.
(4) ‘Assessment for learning’ reduces students’ fear of examination because there is a provision of alternative assessment for them as per their interest and aptitude and their subject-related learning is assessed in small sections of the curriculum. It is done in parts. At the same time, it develops thoughtful thinking ability in students instead of the tendency to memorize.
continuous and comprehensive evaluation
Continuous and comprehensive assessment is a continuous and regular assessment of the appropriate development of children in which all aspects of development are comprehensively assessed using various methods and instruments. Continuous and Comprehensive Evaluation is a student evaluation which is the process of evaluating the development of all the activities. By using continuous and comprehensive evaluation the teacher can diagnose the shortcomings of the learners by using all types of evaluation activities.
Background of Continuous and Comprehensive Evaluation
Continuous and Comprehensive Assessment Program was first implemented by CBSE for Class 9. Considering its importance, the Continuous and Comprehensive Evaluation Program was implemented across the country on 1 April 2010.
Need for continuous and comprehensive evaluation
The current assessment system consists of written examinations at a point in time, while the student’s growth and development develops throughout the semester. Similarly, in the present system only academic aspects are evaluated, whereas co-scholastic aspects also have equal importance in the all-round development of the student.
It is now a widely accepted fact that each child has a different nature and pace of learning and they absorb in different ways. Due to the difference in the way of learning and teaching each subject, the presentation and expression of each child is also different and unique. Therefore, it is necessary that children should be evaluated through other methods besides pen and paper test. With the use of other genres, instead of children’s memory capacity, it will be possible to develop other higher abilities like expression, analysis, problem solving and application etc. Since the nature of each child is unique and the teaching methods also differ, a uniform evaluation method may not be appropriate. Therefore, continuous and comprehensive evaluation is necessary. C.C.E. The need for this is shown by the following points
(1) To use a variety of methods to collect information about the learner’s knowledge and progress in curriculum subjects and other subjects.
(2) To continuously collect information and record it.
(3) To give importance to each student’s way of responding and learning and the time taken.
(4) Reporting on an ongoing basis and being sensitive to each student’s response.
(5) To provide ‘feedback’, which will enable positive action to be taken and help the student to perform better.
(6) To reduce the pressure on children.
(7) To make evaluation comprehensive and regular.
(8) To provide scope for creative teaching to the teacher.
(9) To arrange means of diagnosis and treatment.
(10) To produce learners with relatively higher skills.
Features/importance of continuous and comprehensive evaluation
Continuous and comprehensive assessment reveals all aspects of the child’s development. Through this, the teacher comes to know about the difficulties faced by the students while learning. Teachers use a variety of activities and tools to find out what children have learned and where they need help learning. Thus they make the learning process of children easier.
(1) To evaluate and guide students in all aspects of education.
(2) To make teaching effective.
(3) To continuously evaluate student progress.
(4) To help in making teaching-learning plans for the future.
(5) To ensure all-round development of students.
(6) To prepare students with more skills.
(7) To make the process of teaching and learning a learner-centric activity.
(8) To emphasize on the process of thinking and not on memorization.
As the name suggests, quantitative observations deal with numbers, as they give details of results to the individual. These observations can be made with instruments that allow the user to know various physical quantities. For example, a thermometer can be used to tell the temperature of an object, a ruler can help in knowing the length, width, and height of an object, a weighing balance allows the researcher to know the weight of objects, and a beaker can help in knowing the volume of a liquid. Allows you to learn about. This means that quantitative observations can produce results that can be measured.
In qualitative observation the focus is not on numbers but on quality. Information gathered in this manner does not lend itself to being quantitative. When research is about human behavior, qualitative observation is a very efficient source of gathering information, without subjects describing themselves or the behavior, it is very difficult to obtain data for analysis. Even in case of research on animals, qualitative observation is a more reliable source of obtaining information.
Difference Between Qualitative and Quantitative Observation
The differences between qualitative and quantitative observation lie in many different aspects, from the goals and applications of the study to their psychometric properties. Each of them, in turn, has advantages and disadvantages that make it more suitable in certain circumstances.
Although many people underestimate the utility of qualitative methods, as we will see, they allow the analysis of phenomena different from those that are of interest to quantitative methods, in addition to allowing the same facts to be addressed from a deeper perspective. Let’s concentrate.
- Object of study
The object of study of quantitative observation is static data from which probabilistic conclusions are drawn. Qualitative methods focus mainly on processes, that is, in dynamic aspects, and focus on the subjective experience of the phenomenon from the perspective of the subjects of analysis.
- Purpose and Application
The main purpose of qualitative observation is the initial exploration, description and understanding of a phenomenon. In this sense, we can say that qualitative methods focus on the generation of hypotheses around specific phenomena; Sometimes conclusions can be drawn from these studies through induction.
In contrast, quantitative observation is usually used at a later point in the scientific process: testing the hypothesis, that is, in confirming or refuting it. Thus, they have a predominantly deductive character and in many cases they are associated with the analysis of theory and the recommendation of courses of action around specific problems.
- Analysis point
Since qualitative research focuses on exploring phenomena from the perspective of particular individuals, it necessarily has a subjective character, although this does not necessarily mean a lack of methodological rigor. Quantitative observations, on the other hand, attempt to analyze effects that can be measured objectively.
However, and contrary to what is often defended, quantitative methods are not completely objective: they depend exclusively on the action of researchers, who select the variables that will be the objects of study, analyze and Let’s explain their results. Therefore, they are clearly susceptible to human error.
- Type of data
Quantitative observational data are numerical in type; For this reason they are provided with a certain persistence and capacity for replication that will allow making inferences beyond the data. In qualitative observation, priority is given to the depth and richness of information on a particular phenomenon and the findings are limited to this.
- Methodology
Focusing on numerical aspects, quantitative methods allow specific and controlled measurement of many concrete aspects of reality. In addition it makes it possible to carry out statistical analysis using the data, which in turn will favor the comparison of different sets of information and the generalization of the results.
In contrast, qualitative observation uses data based primarily on language, especially narrative records. The methods of analysis have a much more naturalistic character and a great importance is given to the context and the relationships between the elements that make up the phenomenon studied, and not just these separately.
- Techniques used
Observations using qualitative methodology use methods such as in-depth interviews, participant observation or debates and group conversations. These techniques have a lower level of structure than quantitative approaches, including methods such as questionnaires and systematic observation records.
- Level of analysis
While quantitative observation analyzes specific aspects of the objects of study, qualitative observation has a more holistic character; This means that it tries to understand the structure of facts and the dynamics between the elements that compose them in a global rather than particular way.
- Degree of generalization
In principle, quantitative methods use representative samples from a larger population to draw conclusions and generalize at this higher level; In addition, there are techniques that allow measuring and reducing the probability of error. The most characteristic drawback of qualitative is the difficulty in generalizing the results.
- Validity and Reliability
The credibility and reliability of quantitative observation depends primarily on the techniques and instruments used to measure and elaborate the data. In the case of qualitative methodology, these qualities relate to a greater extent with the ability to observe, and may have a more subjective character.
There are many types of interviews in our life and normal behavior, like busy people, meeting higher officials, for a job or to get admission in an organization etc. In such an interview, the interviewer tests the ability of the interviewee, that is, the interviewer examines his ability. But in social research and survey, the interviewer not only tests the ability of the interviewee but also collects the necessary facts related to his research.
In fact, the word ‘interview’ is the Hindi version of the English word ‘interview’, so if we understand the word interview, then inter means inside or inside and interview means to see. That is, the real meaning of interview is seeing (Antardarshan).
In other words ‘interview’ means meeting. In social research, interview method is used to collect material and information. Interview method is based on human senses, that is, it collects information and material through conversation. If we want to know each other’s thoughts, feelings and emotions, then communication is the most suitable medium for that.
Interview is a systematic method in which two or more persons communicate, interact and respond face to face for a specific purpose. It is a psychological method in which the interviewer studies the feelings, thoughts, attitudes and inner life of the respondent. It is also a social process.
To understand the meaning of interview more clearly, the following definitions are worth seeing-
According to P. V. Young – “Interview may be considered as a systematic method by which one person enters more or less imaginatively into the inner life of another person who is generally comparatively unknown to him. ”
- According to Moser – “A survey interview is a conversation between the interviewer and the respondent, the purpose of which is to obtain certain information from the respondent.”
- N. According to Kerlinger – “An interview is a face-to-face interpersonal role-playing situation in which a person asks questions of the interviewer, the person being interviewed, the respondent. “Questions are formulated to obtain appropriate answers for the purposes of the research problem.”
Following are the types of interview–
- Personal Interview
There are only two people in this type of interview. One interviewer and the other interviewee. In this, the interviewer keeps asking questions and the interviewee keeps answering the questions.
- Group Interview
In this type of interview, one tries to collect information related to the problem from two or more interviewers and many interviewees. Sometimes this interview takes the form of a debate meeting.
- Formal Interview
In this interview, the researcher establishes only a formal relationship with the informant and asks only those questions which are mentioned in the schedule. He does not ask any questions outside the schedule. In this the researcher remains in control of his schedule. He does not have any freedom in changing the questions, language etc. of the schedule.
- Informal Interview
This interview is not done just for informal purposes. In this there is no control of any kind on the researcher. He can modify and change the sequence of research questions as per his wish. Along with this he can ask new questions to the informants.
- Recap Interview
In this type of interview, the researcher collects information from the informant by interviewing him more than once. It is used to study change and to know the effects of social and psychological processes.
- Central Interview
This type of interview is often used to study the impact of any social event, situation, film, radio or television program on the informants.
- Undirected Interview
It is similar to an informal, uncontrolled and conducted interview. In this, the interviewer asks questions as per his own wish rather than according to any pre-made schedule and puts any problem before the interviewer. The facts are compiled based on the description, story or account presented by the interviewee.
- Research Interview
The purpose of this type of interview is related to the discovery of new knowledge. This new knowledge is related to social problems and social events.
- Factor-Tester Interview
Various types of incidents keep happening in the society. There are some special factors or elements for the occurrence of these events. These factors are explored in this type of interview.
- Direct Interview
Generally the interview is direct. It is seen as a way for the researcher to hypothetically enter the inner life of the informant.
- Indirect Interview
Indirect interviewing is called indirect interviewing of the interviewer by talking to the interviewee about the facts related to the subject of study instead of face to face.
- Selective Interview
When interview is used for selection for new appointment in any career, then this type of interview is called selective interview. In this type of interview, the interviewee is asked questions related to suitability in that career. The interviewer asks some questions on the basis of which the interviewer’s attitude, aptitude, qualifications, conduct etc. can be easily known. The basic objective of such an interview is to find out to what extent the interviewee will be eligible for a particular job on the basis of his/her aptitude, aptitude and qualifications.
- Research Interview
In this type of interview, an attempt is made to know the views of different people on a subject. In this way, the person being interviewed is interested in those facts which are included in the thoughts of the interviewee. For this, only a few representative persons are selected and only they are interviewed. On the basis of information obtained from these representative individuals, estimates are made about the views of the entire population. Therefore it is also called sample interview. The main objective of this type of interview is to prepare a detailed description of the proposed solution to the research problems. This type of research is mostly done by those scientists who want to get the answer to a particular problem immediately.
- Diagnostic Interview
Through this type of interview, the interviewer tries to obtain necessary information about the problem of the child or any person. An interview used by a teacher in a school to collect information about a particular problem of students is an example of this type of interview.
- Therapeutic Interview
After the diagnostic interview, when a student’s problems and information are collected about him, then in the therapeutic interview such a conversation is held with the person so that he can be freed from his worries and problems and adjustment can be done in the right way.
- Fact gathering interview
In this interview, facts are collected by meeting a person or a community of people. Teachers collect facts about students through this interview. It has three main objectives
(a) To compensate for the incompleteness, deficiencies or shortcomings in the facts collected by other methods. Some facts cannot be obtained by other methods. In interviews, an attempt is made to collect information which cannot be obtained through psychological tests.
(b) Fact gathering interviews are conducted to confirm the information already collected.
(c) Fact collection: The third objective of interview is physical observation. Many students are found to have many physical defects which cannot be detected through psychological tests. Along with this, there is knowledge about the way the person giving the interview talks and behaves.
Interview is not just a process of conversation between two persons, but it has many purposes, that is, the conversation between the interviewer and the interviewee is for a specific purpose. The main objectives of the interview are as follows:
(1) Direct contact
The first objective of the interview is to assist the researcher in compiling data from the informants by establishing direct or face-to-face contact with them. By sitting face to face, the researcher not only talks openly with the informants but also tries to understand their facial expressions.
(2) Opportunity for observation
Interviews provide an opportunity to study both the internal and external lives of informants. The researcher also has the opportunity to directly observe the behavior of the informants.
(3) Collection of personal information
The purpose of the interview is to consider the inner life of the informants. P.V. According to Young its purpose is to create a picture of the personality of the informant. Therefore, it is a particularly helpful method in collecting data related to the inner lives of informants, which we cannot see through observation.
(4) Formulation of hypotheses
Interview is an important source of hypothesis formation. It is used to form hypotheses by knowing the interrelationships of two or more variables i.e. by obtaining information in an exploratory manner.
(5) Making other techniques effective
While interviewing is a complete method in itself, it is also used as a complementary method to increase the effectiveness of other methods. It is used as a complementary method in scheduling and observation. According to P. V. Young, “Interview is not a separate tool in social research, but it complements other methods and techniques. “It deepens the study and controls the information collected by other sources and means.”
The collection of reliable and authentic data is an important step in social research, which is done in a number of ways. Collecting reliable and authentic data through interviews is a difficult task because some errors remain in this entire process which we can call interview problems. These errors can be divided into four major categories –
(1) Errors related to the interviewer
Some personal characteristics of the interviewer affect the reliability and authenticity of the data collected through interview, the major ones of which are as follows:
* Personality of the interviewer,
* Experience of the interviewer,
* Age, gender and education of the interviewee,
* Caste, religion and social class of the interviewee,
* Attitude and ideology of the interviewer and
* The personal hopes and aspirations of the interviewer.
(2) Errors related to interview equipment
Errors in the interview instrument can also affect the reliability and authenticity of the data. The major errors of interview tools are as follows:
* Complex structure of questions,
* Lack of proper sequence of questions,
* Excessive length of interview schedule,
* Vague and faulty formulation of questions and
* Schedule emotional or provocative questions.
(3) Errors related to interview conduct
If the main process of interview is not conducted properly then the reliability and authenticity of the data is also affected. In this we can include the following errors-
* Not asking questions properly,
* differences related to notation,
* Selection of inappropriate place for interview,
* Selection of inappropriate time for interview,
* Lack of proper communication with the informant, and
* Rotate or rewrite the responses to suit your point of view.
(4) Errors related to respondents
Many times, due to not being able to communicate properly with the respondents, many errors affect the reliability and authenticity of the data. The major errors related to the respondents are as follows:
* Status of respondents,
* faulty memory of the respondents,
* The willingness of the respondents not to give the correct answer,
* Personal attitudes and ideologies of the respondents,
* Doubts in the minds of the respondents about the questions and
* Indifference of the respondents towards the research problem.
If we evaluate interview as a method of collecting information in social research, then like other methods, it also has some merits and some demerits. Since the interview provides an opportunity for direct contact with the informant, it is a very useful method in studying both external behavior and internal thoughts and attitudes. Its main properties can be explained as follows:
(1) Obtaining detailed information
Interview is a very simple method of collecting all types of information. Through this, information can be collected from all types of informants, whether they are educated or uneducated or belong to any class.
(2) Study of abstract phenomena
Interviewing abstract events and unseen facts because it helps in the study of the mental state of a person. Knowledge about these incidents and invisible facts can be obtained by interviewing the concerned and affected persons and obtaining information from them.
(3) Study of past events
The interview also gives a real introduction to the events that happened in the past. An informant affected by an incident that happened in the past can describe that incident and give accurate information to the researcher. If the person affected by a particular event does not tell about that event then such events cannot be studied.
(4) Helpful in social-psychological studies
Interview is a very useful method especially in the socio-psychological study of the individual. Through this, fluctuations in the emotions of the informants, their perceptions and attitudes and inner thoughts and impulses can be studied. Since the researcher enters the informant’s life, which is relatively alien to him, hypothetically, it is very useful in understanding his inner state.
(5) Facility of inspiration
Since the interview is a face-to-face meeting between the interviewer and the interviewee, both inspire and encourage each other. Due to intuition, the information that the interviewer gives through interview cannot be available through any other method.
(6) Flexibility
The method of interview, both the subject matter and its conduct, is very flexible, due to which many times it reveals many such facts which the researcher could not even guess.
(7) Checking of information
The information obtained through interviews can also be easily verified. A skilled interviewer evaluates the emotions and many other things on the face of the informant at the time of interview. Also, if he says something unclear, the researcher can clarify it immediately.
(8) Opportunity to understand the questions well
In an interview, the researcher has direct contact with the informant, due to which the informant can understand the questions well. If he has any difficulty in understanding the questions, he explains them to the interviewer.
(9) The possibility of not getting an answer is eliminated.
Since the interview provides an opportunity to establish direct and face-to-face contact with the informant, it eliminates the possibility of non-response. Non-response related problems are resolved as a result of direct contact.
Although interview is the best method of collecting information from all types of informants, yet it is not foolproof. The main defects found in it are as follows:
(1) more expensive
In interviews, the researcher has to establish personal contact with each informant to determine the time and place and then conduct the interview. Therefore, this method is more expensive than other methods. If informants are spread over a wider area, it may be more difficult and expensive to contact them.
(2) Variation in prices
If there is a considerable difference in the social background of the researcher and the informant (as is often the case), both have different ideas about the phenomenon, then the naturalness and reliability of the information obtained by the interview may be affected.
(3) Unnecessary information
Many things in the information obtained through interviews are unnecessary because the informant exaggerates many things and tells many irrelevant things. Due to being dependent on the informant, sometimes the researcher has to listen to unnecessary things.
(4) Dependence on memory
It is generally not possible to write down the information during the interview, hence while writing down the information received after the interview, there is a possibility of many important facts being left out due to memory lapses. If a past event is being studied, it is not necessary that only the people affected by that event can give its details.
(5) Feeling of inferiority
In most interviews, the informant is so impressed by the personality of the researcher and his knowledge of the problem that he feels inferior, due to which he exaggerates the information so as not to reveal his inferiority complex. This affects the credibility of the information.
(6) Personal bias
The possibility of personal involvement or bias in the interview is high because only the researcher knows the information given by the informant and if he wishes, he can present the information and data obtained according to his point of view. Also, if the mood of the informant influences the researcher, he may distort the information given by him in his favor.
Meaning of assignment
Assignment – This term is used in the education industry to refer to any academic portion or task assigned by teachers. It provides scope or opportunity to learn, practice and demonstrate the learning goals achieved. When teachers give assignments to students, it provides them with an overview of what students have understood from the lesson. They also get to know whether the students have clarity on the topic learned and if not, what they have doubts about.
Assignments are one of the most common evaluation methods for teachers. As a part of teaching experts, Team Tutorbin knows that students come with various questions like- What is the meaning of the assignment? Here we will answer them all. Let’s start with the meaning. Assignments are an essential part of the learning process for students. Assignments hold importance not only for the students but also for the teachers. This helps them measure how much students have learned from their lessons and whether they have achieved the learning goals set for them by teachers.
Homework can be of the following types –
(1) Problem based assignment
In this type of homework, students are given solutions to any problem related to their book or life.
(2) Practice Assignment
In this type of homework, students are taught to practice their prior knowledge.
(3) Unit Assignment
It is an assignment in which students are engaged in activities that meet real life needs.
(4) Information collectors (Informatics)
In these assignments the student collects different types of information.
(5) Memorization Type
In this task, students try to memorize the read text orally.
(6) Study Type
This assignment is very simple. In this, students are asked to prepare a comment on a topic.
(1) Increase the student’s knowledge base
Assignments are given on different topics in different subjects. Through work, students reflect on their understanding and application of knowledge. One of the top benefits that students get through assignments is expanding their knowledge about different subjects. Moreover, with finance homework help, they gain insight on diverse topics and master the subject easily.
(2) Increase your practical skills
The next benefit that has proven largely beneficial is the increase in practical skills developed through assignments. While doing assignments, students build logical and analytical skills, reasoning ability and creativity. These skills empower students to perform better in their academic life and improve their upcoming professional life.
(3) Research capacity increases
Another excellent benefit that students get from practicing and doing homework is their increased research ability. Due to intensive research on various topics, students get the ability to find useful information and sort them as per their needs. This habit becomes helpful for their education and has a positive impact on their professional life.
(4) Expand your learning horizons
Assignments and homework are helpful if they do not burden students. It also reinforces learning and has a big impact on knowledge retention. Researchers have shown that such tasks enable students to recall their lessons by keeping topics or subject concepts fresh in their minds. In other words, homework expands the scope of students’ learning by encouraging them to explore their subjects and engage in study.
(5) Improvement in academic performance
A study conducted on students shows that about 75% of the students have admitted that doing assignments helps them in scoring higher marks. In this study, researchers revealed that students not only scored well for one subject, but their overall academic performance increased significantly with consistent assignments.
(6) Strengthening planning and organizing skills
Accomplishing any work requires thorough planning. Searching for information, sorting and using relevant data enhances students’ organization skills. After this they will be able to outline when and how they have to do their work. Attempting assignments enabled them to manage their learning habits and use their knowledge wisely to improve their academic performance.
Statistics is used for scientific study of any subject and for obtaining reliable data. Statistics enables quick and in-depth analysis of data.
Due to the widespread use of statistics, the modern era is called the era of statistics. Whatever the facts – natural, economic or social – all can be measured, presented and explained in statistical language. The use of statistics has become mandatory in every field of knowledge. Today, if you cannot tell a fact with numbers then there will be doubt about its authenticity. It is also said, “If what you are saying can be measured and expressed in numbers, then you know something, otherwise your knowledge is meager and unsatisfactory.” Statistics is important in every field of life. The place is.
Today, the importance of statistics in study and research work in the field of social sciences is increasing day by day. As it is being used in every field of human knowledge, social, physical, biological, psychology, pedagogy, sociology, economics and administration etc., the use of statistics in these subjects is increasing. Statistics serves many functions in scientific research. The need and importance of statistics in social sciences are as follows:
(1) In the description of the given
Data or data obtained from the study of a problem. Many statistical methods are useful in describing those data. For example, statistics is of great importance in creating frequency distributions of data and displaying them with different types of graphs. Statistics are also useful in describing data with the help of methods of measuring central tendencies such as mean, median and multiple scores.
To display the data in a clear and attractive manner, methods like column graph, documentary, histogram, frequency polygon, simple frequency polygon, cumulative frequency curve etc. are also used. By using descriptive statistical methods, it can also be known whether the nature of the data obtained from the study or research is of distributed type or not and whether the nature of the data is in the form of distribution or distribution.
(2) In describing the correlation of given data
Sometimes the researcher wants to study the correlation between two or more types of statistics or two or more groups of statistics, or to find out to what extent these statistics of two or more groups are related to each other. are correlated. To answer these questions, the researcher uses correlation methods of statistics.
(3) Regression and prediction
Regression is the ratio between two variables that decrease their respective mean. Regression also provides knowledge of the nature of two variables. When a researcher wants to make a forecast or prediction of an event or variable based on the knowledge related to that event or variable, he or she uses methods related to regression and statistical prediction.
(4) In testing scientific hypotheses
Statistics are used by scientists to test hypotheses. To get answers to the questions he used t-test, CR. The test uses statistical methods like Sandler’s A-test, analysis of variance, chi-square test, median test and sign test etc.
(5) In sample selection
While studying his research problem on a large number of populations or population, the researcher selects some study units from the entire population instead of studying the entire population. These selected study units are called samples. According to the nature of the study problem, the researcher selects a representative sample with the help of statistical methods. Apart from this, he also calculates the sample size with the help of statistical methods.
(6) In educational and research work
In almost all countries, various types of educational tests and research work are conducted to meet the demand of changes in the objectives of education, curriculum, teaching and evaluation methods. Statistics The reliability and authenticity of these tasks and tests are checked. This not only gives knowledge of errors, but also estimates their usefulness.
(7) In cause-effect relationship on the basis of association
When a researcher wants to study the effect of dependent variable on independent variable or wants to study cause-effect relationship, he takes the help of statistical methods. For example, to find a relationship between education and income, the researcher has to not only check the significance of significance between groups but also calculate the correlation.
(8) In measurement and psychological tests
Statistical methods are very useful in making psychological measurements and developing psychological tests. While selecting items in the construction of psychological tests, statistical methods are very useful in calculating the reliability and validity of the test once the test has been made. The creation of psychological tests is impossible in the absence of the use of statistical methods.
(1) Presenting facts in figures
Statistics is not concerned with presenting any fact as good or bad, normal, right or wrong etc. but by representing each conclusion by numbers in the form of percentage, ratio, average or deviation. In real sense, statistics is a set of numerical data.
(2) Statistics is a set of facts
Statistics is not related to one or two or three data, but the group of facts or conclusions based on that group is called statistics. For example, when we calculate the average of monthly income of many people based on their monthly income, it will be related to statistics.
(3) Basis of comparison
Statistics refers to data that is collected systematically. Which can be compared with each other. Such comparison is possible only when there is similarity or uniformity in the categories of comparison.
For example, if we collect data related to the income of different classes and their education, then they can be compared because education is directly related to the income of the people. If the income of individuals is compared with the plantation data , then they cannot be kept in statistics because there is no uniformity. From the above example it is clear that only those groups of data which are comparable with each other can be called statistics.
(4) Pre-determined objective
An important feature of statistics is that the data related to it is collected for a predetermined purpose. Such figures are not accidental and arbitrary but planned and very systematic. We can call the facts obtained without any purpose as numbers. But they cannot be called equations or statistics.
For example, if the socio-economic condition of workers in an industrial sector is to be studied, the purpose for which the data is being collected is determined in advance. For this purpose, facts like working hours, daily wages, health condition, family size, educational level etc. can be collected.
(5) Accuracy of data
The presence of sufficient accuracy in statistics is a special requirement of statistics. This means that the nature of the subject of study and the objective of research should be pure. The accuracy of the data is related to the nature and specific situation of the subject. This precision is determined by the quantity or number of numbers based on which a useful conclusion can be drawn.
(6) Systematic collection of data
A major characteristic of statistics is the inclusion of data which is collected systematically, if some data are collected without any plan, then such data cannot be called statistics.
(7) Affected by various factors
Statistics related to statistics as a science are affected by many conditions. Statistics is not only concerned with the analysis of one aspect, but also with the assessment or analysis of all the factors that cause changes in a particular situation, as well as expressing the correlation between events.
For example, if we have to collect data related to the standard of living of a particular community, there are many conditions that can affect the data related to the standard of living, such as prices of commodities in different periods, habits of people. Lifestyle, mental capacity of the individual and nature of labour.
(8) On the basis of calculations and modeling
The collection of data involved in statistics is based on many methods and techniques. Computation and performance based data collected by objective methods characterize statistics. In a limited research area, data is collected by selecting some representative units from the entire units concerned.
(9) Study of general trends
Statistics is specifically a science that clarifies general trends related to a subject on the basis of statistics. The basic assumption of statistics is that conclusions drawn on the basis of some numbers apply to other numbers also. For example, if data like working conditions, health level, monthly income, birth rate, death rate etc. are collected in a particular society, then on the basis of them general trends related to the population can be understood for other similarities. Is.
BY : TEAM KALYAN INSTITUTE
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